3 Introduction On April 20, 2006, Governor Jennifer M. Granholm signed into law one of the most comprehensive sets of high school graduation requirements in the nation called the Michigan Merit Curriculum. This law is a result of an extraordinary partnership between Governor Granholm, the State Board of Education, the State Superintendent of Public Instruction, the Legislature, and numerous education associations who worked together to better prepare students for greater success and to secure the economic future of our state. As a result, a high school diploma in Michigan will soon say a lot more about the graduate whose name it bears. It will tell employers that our students have mastered the reading, writing, and math skills required for success in the workplace. It will tell college and university admissions officers and career and technical schools the student is ready for the rigors of post-secondary education. It will tell the world -- Michigan is committed to having the best-educated workforce. The Michigan Merit Curriculum defines a common set of required credits for graduation and provides educators with a common understanding of what student's should know and be able to do for credit. It also provides students the learning opportunity, knowledge and skills they need to succeed in college or the workplace. Michigan Merit Curriculum The Michigan Merit Curriculum requires students entering 8th grade in 2006, to obtain a minimum of 16 credits for graduation, which could be met using alternative instructional delivery methods such as alternative course work, humanities course sequences, career and technology courses, industrial technology or vocational education courses, or through a combination of these programs. The new law also requires students to have an online course or learning experience. For a student to meet this requirement, the student must meet either of the following, as determined by the school district or public school academy: 1) Has successfully completed at least 1 course or learning experience that is presented online, as defined by the Michigan Department of Education (MDE); and 2) The student s school district or public school academy has integrated an online experience throughout the high school curriculum by ensuring that each teacher of each course that provides the required credits of the Michigan merit curriculum has integrated an online experience into the course. In addition, students entering the 3 rd grade in 2006 will need to complete two credits of a language other than English in grades 9-12; OR an equivalent learning experience in grades K-12 prior to graduation. High School Content Expectations and Course/Credit Content Expectations and Guidelines are available on the Michigan Department of Education's high school web page at Michigan Merit Curriculum High School Graduation Requirements Effective Beginning with Students Entering 8th Grade in 2006 (Class 2011) MATHEMATICS - 4 Credits Algebra I Geometry Algebra IIONLINE LEARNIN One math course in final year of high school ENGLISH LANGUAGE ARTS - 4 Credits English Language Arts 9 English Language Arts 11 English Language Arts 10 English Language Arts 12 SCIENCE - 3 Credits Biology One additional science credit Physics or Chemistry SOCIAL STUDIES - 3 Credits.5 credit in Civics.5 credit in Economics U.S. History and Geography World History and Geography PHYSICAL EDUCATION & HEALTH - 1 Credit VISUAL, PERFORMING AND APPLIED ARTS - 1 Credit ONLINE LEARNING EXPERIENCE Course, Learning or Integrated Learning Experience WORLD LANGUAGE - 2 Credits In grades 9-12; OR an equivalent learning experience in grades K-12 Effective Beginning with Students Entering 3 rd Grade in 2011 (Class of 2016) continue to evolve. For specific information regarding the law, please refer to MCL 380,1278a and MCL b

4 MICHIGAN MERIT CURRICULUM Questions & Answers 1. Q: What s the difference between the state s current graduation requirements and the new Michigan Merit Curriculum high school graduation requirements? A: Prior to the passage of the Michigan Merit Curriculum, the state of Michigan required only one semester of Civics for high school graduation. The new law, which goes into effect beginning with students entering the 8 th grade in 2006, is designed for the 21 st Century student. The curriculum is required of each and every student. It supports the need for personalization, acceleration, and innovation in an atmosphere of high expectations and high support for students. The Michigan Merit Curriculum is crafted around the philosophical belief that all students will need extended learning opportunities for extended learning beyond high school. As the learning skills for college and the workplace have merged, this curriculum will prepare students with the skills and knowledge needed to be successful in our global economy and workplace. 2. Q: Don t most school districts already have similar graduation requirements? A: While most districts have adopted graduation requirements, the number and type of credits vary widely throughout the state. The Michigan Merit Curriculum will provide all students a common set of credit requirements for graduation and will provide educators with a common understanding of what students should know and be able to do for credit. 3. Q: How does the Michigan Merit Curriculum compare with other states' graduation requirements? A: Michigan's new high school graduation requirements are regarded as among the best in the nation. In addition to requiring students to earn a full complement of math, science, English and other credits to receive their diplomas, Michigan is the first state to require students to have an online learning experience to prepare them for postsecondary education and the workplace. In addition, in order to work in our global economy, students entering 3 rd grade in 2006 and beyond will also need to complete two credits of languages other than English or equivalent K-12 experience prior to graduation. 4. Q: Does the Michigan Merit Curriculum allow decisions to be made by local school districts? A: Yes. Local school districts will continue to issue diplomas, align curriculum, determine what constitutes a credit, establish a credit award system, identify assessments, set school calendars, select and purchase textbooks, etc. Local school boards and districts will continue to have flexibility to determine how" to implement these new graduation requirements and when students have earned the credits. The Michigan Department of Education will continue to develop content expectations and guidelines to determine "what" students should know and be able to do to receive Michigan Merit Curriculum high school graduation credit. Local boards of education also will continue to establish additional graduation requirements beyond those in the Michigan Merit Curriculum and the total number of credits required for graduation. However, a district cannot establish lesser requirements. 5. Q: Different school districts have varying ways in which they schedule their high school class day. Will these new requirements force districts to change their high school class day schedules? A: No. The requirements allow districts the flexibility to maintain their current scheduling system or to develop other systems to meet the individual needs and desires of each district. continue to evolve. For specific information regarding the law, please refer to MCL a and MCL b. 12/07 2

5 6. Q: Will the Michigan Merit Curriculum reduce the number of electives students may take? A: The Michigan Merit Curriculum continues to allow districts to determine the number of electives offered to their students. It also provides students the flexibility to select additional electives and/or earn graduation credit through online courses, by testing out, attending summer school, and other local options. 7. Q: Why can t we take longer to implement new graduation requirements it feels like we are rushing toward this change? A: Michigan s economic future is on the line. Today, far too many students are graduating from high school without the knowledge and skills they need to be successful in college or the workplace. The implementation of this new curriculum will not only help students, but will benefit the state as a whole. If we implement this change with next year s 9 th graders, we will still be four years away from preparing 100% of Michigan students for work and postsecondary education in the 21 st Century. 8. Q: Will this push some struggling students to drop out rather than attempt to meet the demands of a harder curriculum? A: Research tells us that students do not drop out because they have a more rigorous curriculum and/or are asked to work harder. Rather, studies show students of all abilities are more likely to pass high-level courses than low-level courses, graduate from school, get better grades, succeed in college without requiring remedial education classes, be better prepared for the workforce, and earn higher wages. For more information, go to 9. Q: Don t you think that making the high school credit requirements so rigorous is an invitation to return to tracking kids? A: On the contrary. The Michigan Merit Curriculum is intended to provide all students with the same rigorous curriculum and credit content. continue to evolve. For specific information regarding the law, please refer to MCL a and MCL b. 12/07 3

6 ALTERNATIVE and ADULT EDUCATION (Updated 9.07) What the Michigan Merit Curriculum Law Says on Alternative Education (b)(7) Requires the Michigan Department of Education to develop and make available material to assist school districts and public school academies in implementing the Michigan Merit Curriculum requirements. This shall include developing guidelines for alternative instructional delivery methods (b)(3)(e) The board of a school district or board of directors of a public school academy that operates a high school shall ensure that each pupil is offered the curriculum necessary for the pupil to meet the Michigan Merit Curriculum requirements. The board or board of directors may provide this curriculum by using alternative instructional delivery methods such as alternative course work, humanities course sequences, career and technical education, industrial technology courses, or vocational education, or by a combination of these. School districts and public school academies that operate career and technical education programs are encouraged to integrate the credit requirements into those programs. Questions & Answers 1. Q: Will students attending alternative education programs have to meet all of these requirements to receive a diploma? A: While alternative schools often have alternative methods to deliver the high school curriculum, the law requires that all students, beginning with those in 8th grade in 2006, meet the Michigan Merit Curriculum requirements to receive a high school diploma. If the alternative education program leads to a high school diploma (and not a GED) and the student was in 8th grade or an earlier grade in 2006, the student attending the program is expected to meet the Michigan Merit Curriculum credit requirements. Alternative and Adult Education 6/07 Additions 2. Q: Are you aware of any changes that will be made to the requirements pertaining to Alternative Education students? A: There are two recent developments pertaining to students in Alternative Education programs. First, the Michigan Department of Education has applied to the U.S. Department of Education for permission, on a case by case basis, to count as high school graduates students in alternative high schools that are enrolled for a fifth year and graduate after that fifth year. This will provide districts with additional flexibility to ensure students in this setting have additional time to make up credits or obtain the appropriate support necessary to graduate. Secondly, there are discussions regarding a change to the law to allow a district to continue to receive state aid for a student who is still 21 years old by September 1st. Currently, the law will not provide funding for students 20 years of age by September 1st. 3. Q: How do the new graduation requirements apply to Adult Education students? A: The new requirements are effective for all students who were in the 8th grade during the school year or later. Adult education students who entered 8th grade during the school year or earlier are not subject to the new Michigan Merit Curriculum state high school graduation requirements. These students qualify for a high school diploma under the conditions and requirements in effect in the programs in which they are enrolled. continue to evolve. For specific information regarding the law, please refer to MCL a and MCL b. 12/07 4

7 Adult education programs, beginning in 2010 or 2011 (when it might be expected that an 8th grader this year would not have finished high school and might be enrolling in adult education) should maintain separate records for students to whom the new requirements apply and older students to whom they do not. 4. Q: How do the new graduation requirements apply to the GED? A: They do not. The General Educational Development (GED) is an equivalency diploma issued by the U. S. government and is subject to its own criteria. continue to evolve. For specific information regarding the law, please refer to MCL a and MCL b. 12/07 5

8 ASSESSMENT What the Michigan Merit Curriculum Law Says (from various sections of law) (a)(4)(b) A school district or public school academy shall base its determination of whether a pupil has successfully completed the subject area content expectations or guidelines developed by the department that apply to a credit at least in part on the pupil s performance on the assessments developed or selected by the department or on 1 or more assessments developed or selected by the school district or public school academy that measure a pupil s understanding of the subject area content expectations or guidelines that apply to the credit (a)(4)(c) A school district or public school academy shall also grant a pupil a credit if the pupil earns a qualifying score, as determined by the department, on the assessments developed or selected for the subject area by the department or the pupil earns a qualifying score, as determined by the school district or public school academy, on 1 or more assessments developed or selected by the school district or public school academy that measure a pupil s understanding of the subject area content expectations or guidelines that apply to the credit (a)(3) The requirements for a high school diploma are in addition to any local requirements imposed by the board of a school district or board of directors of a public school academy. The board of a school district or board of directors of a public school academy, as a local requirement for a high school diploma, may require a pupil to complete some or all of the subject area assessments, the Michigan Merit Examination, or MI Access assessments, if appropriate for the pupil (b)(1)(d) Not later than 3 years after the effective date of this section, develop or select and approve assessments that may be used by school districts and public school academies to determine whether a pupil has successfully completed a credit required under the Michigan merit standard under subsection (1) or section 1278a(1)(a). The assessments for each credit shall measure a pupil's understanding of the subject area content expectations or guidelines that apply to the credit. The department shall develop or select and approve assessments for at least each of the following credits: algebra I, geometry, algebra II, Earth science, biology, physics, chemistry, grade 9 English, grade 10 English, grade 11 English, grade 12 English, world history, United States history, economics, and civics. What the Michigan Merit Exam Law Says b Michigan merit examination. Sec. 104b (1) Beginning in the 2006 calendar year, in order to receive state aid under this act, a district shall comply with this section and shall administer the state assessments under section 1279 or the Michigan merit examination to pupils in grade 11 as provided in this section, as follows: (a) For pupils in grade 11 in the school year, the provisions concerning state assessments under section 104a apply to all pupils in grade 11 and the Michigan merit examination shall be administered to a sample of pupils in grade 11 statewide, as identified by the department. The pupils to be included in this sample shall be determined by the department as the department determines necessary to seek the approval of the United States department of education to use the Michigan merit examination for the purposes of the federal no child left behind act of 2001, Public Law (b) Subject to subdivision (c), for pupils in grade 11 in the school year and subsequent school years, the Michigan merit examination shall be offered to all pupils in grade 11. examination to a sample of pupils in grade 11 statewide as described in subdivision (a). continue to evolve. For specific information regarding the law, please refer to MCL a and MCL b. 12/07 6

9 What the Michigan Merit Exam Law Says (continued) (c) If the United States department of education has not approved the use of the Michigan merit examination for the purposes of the federal no child left behind act of 2001, Public Law , by December 31, 2006, all of the following apply: (i) The provisions concerning state assessments under section 104a shall continue to apply to all pupils in grade 11 until the next calendar year that begins after that approval occurs. (ii) The Michigan merit examination shall be offered to all pupils in grade 11 beginning in the next calendar year that begins after that approval occurs. (iii) If it is necessary as part of the process of continuing to seek the approval of the United States department of education to use the Michigan merit examination for the purposes of the federal no child left behind act of 2001, Public Law , the department may again provide for the administration of both the state assessments under section 104a and the Michigan merit b Michigan merit examination. (2) The department shall take all steps necessary, including, but not limited to, conducting a content alignment study and statistical analyses, to obtain the approval of the United States department of education to use the Michigan merit examination for the purposes of the federal no child left behind act of 2001, Public Law , by not later than December 31, 2006 or as soon thereafter as possible. (3) For the purposes of this section, the department of management and budget shall contract with 1 or more providers to develop, supply, and score the Michigan merit examination. The Michigan merit examination shall consist of all of the following: (a) Assessment instruments that measure English language arts, mathematics, reading, and science and are used by colleges and universities in this state for entrance or placement purposes. (b) One or more tests from 1 or more test developers that assess a pupil's ability to apply reading and mathematics skills in a manner that is intended to allow employers to use the results in making employment decisions. (c) A social studies component. (d) Any other component that is necessary to obtain the approval of the United States department of education to use the Michigan merit examination for the purposes of the federal no child left behind act of 2001, Public Law (4) In addition to all other requirements of this section, all of the following apply to the Michigan merit examination: (a) The department of management and budget and the superintendent shall ensure that any contractor used for scoring the Michigan merit examination supplies an individual report for each pupil that will identify for the pupil's parents and teachers whether the pupil met expectations or failed to meet expectations for each standard, to allow the pupil's parents and teachers to assess and remedy problems before the pupil moves to the next grade. (b) The department of management and budget and the superintendent shall ensure that any contractor used for scoring, developing, or processing the Michigan merit examination meets quality management standards commonly used in the assessment industry, including at least meeting level 2 of the capability maturity model developed by the software engineering institute of Carnegie Mellon university for the first year the Michigan merit examination is offered to all grade 11 pupils and at least meeting level 3 of the capability maturity model for subsequent years. (c) The department of management and budget and the superintendent shall ensure that any contract for scoring, administering, or developing the Michigan merit examination includes specific deadlines for all steps of the assessment process, including, but not limited to, deadlines for the correct testing materials to be supplied to schools and for the correct results to be returned to schools, and includes penalties for noncompliance with these deadlines. continue to evolve. For specific information regarding the law, please refer to MCL a and MCL b. 12/07 7

10 What the Michigan Merit Exam Law Says (continued) (d) The superintendent shall ensure that the Michigan merit examination meets all of the following: (i) Is designed to test pupils on grade level content expectations or course content expectations, as appropriate, in all subjects tested. (ii) Complies with requirements of the no child left behind act of 2001, Public Law (iii) Is consistent with the code of fair testing practices in education prepared by the joint committee on testing practices of the American psychological association. (iv) Is factually accurate. If the superintendent determines that a question is not factually accurate and should be removed from an assessment instrument, the state board and the superintendent shall ensure that the question is removed from the assessment instrument. (5) Beginning with pupils completing grade 11 in 2006, a district shall include on each pupil's high school transcript all of the following: (a) For each high school graduate who has completed the Michigan merit examination under this section, the pupil's scaled score on each subject area component of the Michigan merit examination. (b) The number of school days the pupil was in attendance at school each school year during high school and the total number of school days in session for each of those school years. (6) The superintendent shall work with the provider or providers of the Michigan merit examination to produce Michigan merit examination subject area scores for each pupil participating in the Michigan merit examination, including scaling and merging of test items for the different subject area components. The superintendent shall design and distribute to districts, intermediate districts, and nonpublic schools a simple and concise document that describes the scoring for each subject area and indicates the scaled score ranges for each subject area. (7) The Michigan merit examination shall be administered each year after March 1 and before June 1 to pupils in grade 11. The superintendent shall ensure that the Michigan merit examination is scored and the scores are returned to pupils, their parents or legal guardians, and districts not later than the beginning of the pupil's first semester of grade 12. The returned scores shall indicate at least the pupil's scaled score for each subject area component and the range of scaled scores for each subject area. In reporting the scores to pupils, parents, and schools, the superintendent shall provide standards-specific, meaningful, and timely feedback on the pupil's performance on the Michigan merit examination. (8) A pupil who does not qualify for a Michigan merit award scholarship under the Michigan merit award scholarship act, 1999 PA 94, MCL to , and who wants to repeat the Michigan merit examination may repeat the Michigan merit examination in the next school year on a designated testing date. The first time a pupil repeats the Michigan merit examination under this subsection shall be without charge to the pupil, but the pupil is responsible for paying the cost of any subsequent repeat. (9) The superintendent shall ensure that the length of the Michigan merit examination and the combined total time necessary to administer all of the components of the Michigan merit examination are the shortest possible that will still maintain the degree of reliability and validity of the Michigan merit examination results determined necessary by the superintendent. The superintendent shall ensure that the maximum total combined length of time that schools are required to set aside for administration of all of the components of the Michigan merit examination does not exceed 8 hours. (10) A district shall provide accommodations to a pupil with disabilities for the Michigan merit examination, as provided under section 504 of title V of the rehabilitation act of 1973, 29 USC 794; subtitle A of title II of the Americans with disabilities act of 1990, 42 USC to 12134; the individuals with disabilities education act amendments of 1997, Public Law ; and the implementing regulations for those statutes. The provider or providers of the Michigan merit examination and the superintendent shall mutually agree upon the accommodations to be provided under this subsection. continue to evolve. For specific information regarding the law, please refer to MCL a and MCL b. 12/07 8

11 What the Michigan Merit Exam Law Says (continued) (11) To the greatest extent possible, the Michigan merit examination shall be based on grade level content expectations or course content expectations, as appropriate. (12) A child who is a student in a nonpublic school or home school may take the Michigan merit examination under this section. To take the Michigan merit examination, a child who is a student in a home school shall contact the district in which the child resides, and that district shall administer the Michigan merit examination, or the child may take the Michigan merit examination at a nonpublic school if allowed by the nonpublic school. Upon request from a nonpublic school, the superintendent shall direct the provider or providers to supply the Michigan merit examination to the nonpublic school and the nonpublic school may administer the Michigan merit examination. If a district administers the Michigan merit examination under this subsection to a child who is not enrolled in the district, the scores for that child are not considered for any purpose to be scores of a pupil of the district. (13) In contracting under subsection (3), the department of management and budget shall consider a contractor that provides electronically-scored essays with the ability to score constructed response feedback in multiple languages and provide ongoing instruction and feedback. (14) The purpose of the Michigan merit examination is to assess pupil performance in mathematics, science, social studies, and English language arts for the purpose of improving academic achievement and establishing a statewide standard of competency. The assessment under this section provides a common measure of data that will contribute to the improvement of Michigan schools' curriculum and instruction by encouraging alignment with Michigan's curriculum framework standards and promotes pupil participation in higher level mathematics, science, social studies, and English language arts courses. These standards are based upon the expectations of what pupils should learn through high school and are aligned with national standards. (15) As used in this section: (a) "English language arts" means reading and writing. (b) "Social studies" means United States history, world history, world geography, economics, and American government. Background Information (NEW) Under the new law outlined above, the Michigan Department of Education must develop or select and approve assessments for at least each of the following credits: Algebra I, Geometry, Algebra II, Earth Science, Biology, Physics, Chemistry, World History and Geography, United States History and Geography, Economics, Civics, and English in Grades 9 through 12. The assessments for each credit must measure a student s understanding of the content expectations or guidelines for that credit. Status (NEW) Currently, the Department is in the process of creating Secondary Credit Assessments, which includes summative assessments in 17 course content areas. As of May 2007, the Department has developed prototypes of Secondary Credit Assessments in two areas: Algebra I and Geometry. These exams were written by Michigan educators in the summer of 2006 and were pilot-tested in Michigan classrooms in January They represent a first attempt to create instruments that schools can use. They cannot at this time be considered the official state Secondary Credit Assessment but are being provided at the request of districts who would like some state instrument to verify the rigor of their classes or, in some cases, to use for purposes of student assessment. These prototypes are now available to download in Adobe Acrobat PDF format on the OEAA secure website at https://oeaa.state.mi.us/meap/. continue to evolve. For specific information regarding the law, please refer to MCL a and MCL b. 12/07 9

12 No testing services (printing of test booklets and answer documents, assessment administration services, scoring and reporting) are available. Districts, however, may print, use, and score the prototype exams to assess students who have taken these course/credit areas and/or to help gauge the extent to which current course content is aligned with the High School Content Expectations for Algebra I and Geometry. The Department indicated a recommended passing score for earning credit when the tests were posted on the web. Guidelines for the use of Secondary Credit Assessments are still under development. At this time, however, the Department strongly advises that where an Secondary Credit Assessment is used as the final exam for a student taking a class or course (as opposed to testing out without having taken the class), the score on the Secondary Credit Assessment should not count for more than 20-25% of the student s final grade in the class. In addition, the Department has requested funding to begin the development of the assessments for the other course/credit areas. If provided by the legislature, this funding would permit the Department to begin the development of some of the assessments in summer/fall, Our priority areas are course/credit areas that freshman or sophomores would typically take, including Algebra I, Geometry, Biology, and English 9. If funds permit, assessments would also be created in Chemistry and English 10. (Updated 10.07) Questions & Answers 1. Q: Who determines the type of secondary course/credit assessment a district could choose? A: The local district has the flexibility to determine when an assessment(s) is given, as well as develop or select district or state assessments that measure students understanding of the content expectations for credit. 2. Q: Who determines the score a student or students must meet to pass or meet the assessment requirements? A: A district can select or develop a local assessment for which it establishes a passing score. Alternatively, the district can elect to use a state assessment, in which case the state determines a passing or cut score. 3. Q: What if the student has passed the class, but fails the assessment? Does the student fail the course? A: Districts continue to have authority to establish policy on this issue. While the law requires a district to base a student's successful completion, at least in part, on student performance on subject area assessments, the amount the assessment counts toward a student's total grade is up to the district. Therefore, awarding credit is a local district decision. The department strongly urges, however, that when a district or state Secondary Credit Assessment is used as a final exam in the course, the exam not count more than 20-25% of the student s final grade. This is to honor and respect the student s performance on other aspects of the course: the teacher s assessments, homework, assignments or class projects, class participation, etc. (Updated 8/07) 4. Q: Will the state be developing credit assessments? A: The information previously included has been updated and may now be found in the Background and Update information in this document outlined prior to the Questions and Answer section. continue to evolve. For specific information regarding the law, please refer to MCL a and MCL b. 12/07 10

13 5. Q: Will assessments be created for integrated math sequences and integrated science sequences? A: Not at this time. These sequences are optional versus mandated in the Michigan Merit Curriculum. Therefore, districts using an integrated math approach should determine at what point in the integrated math sequence students are ready to be assessed on the Course Content Expectations for Algebra I, etc. Districts also will be responsible for selecting the credit assessment to measure a student s understanding of the content expectations for credit. The goal of creating interim assessments (sometimes referred to as testlets or modular tests ) is to permit students who are receiving integrated or applied instruction to be assessed on the state s Secondary Credit Assessments. Districts would need to determine how the Secondary Credit Assessments would be divided among the grade levels and courses. Assessment 8/07 Additions 6. Q: How will the testing out option be equitable when each school determines the criteria? Or, how will the state ensure that Algebra I Course Content Expectations (and the content expectations for all other courses) are being learned by all students in Michigan in the absence of a state developed test? A: All schools will determine their requirements for student proficiency in the subject area content expectations. Schools using their own Secondary Credit Assessments will need to verify to themselves that the assessments used produce reliable and valid information, are aligned to and cover the content expectations for the credit area, and that the cut score they select is valid for the assessment. (Updated 10.07) 7. Q: What assessments will schools use until all the summative assessments are complete in 2009? A: There are various assessments schools may use. Here are some examples, not intended to be comprehensive: (a) A series of shorter tests, used by the teacher over the course of the class which, taken together, cover the content expectations; (b) an assessment consisting of the end-of-unit examinations used by the teacher which, combined, provides coverage of the content expectations; (c) a written assessment plus a demonstration, performance, or participation element; (d) a portfolio, performance, paper, project, or presentation ( b). 8. Q: Doesn t the ACT test cover all the HSCEs? A: The ACT covers only some of the High School Content Expectations (and only those appropriate through the end of Grade 11), so it is necessary each year for the Department to determine which content is not covered by the ACT so that augmented assessments can be provided to ensure full alignment with State content expectations. (Updated 10.07) 9. Q: When will the Department s Secondary Credit Assessments be ready? A: Prototype summative assessments for Algebra I and Geometry have been developed, piloted and are available on the MEAP secure testing site. Prototype unit and/or summative assessments are being developed for Biology and English 9 for release in May (Updated 10.07) continue to evolve. For specific information regarding the law, please refer to MCL a and MCL b. 12/07 11

14 10. Q: Will there be requirements suggested for testing out options that exceed a paper/pencil test as many of the HSCE/ELA proficiencies cannot be measured in that way? A: The state does not intend at this time to develop requirements or guidelines for assessments districts use for testing out purposes. Districts have the option of determining these and may include things beyond a paper-and-pencil Secondary Credit Assessments. Here are some examples, not intended to be comprehensive: (a) A written assessment plus a demonstration, performance, or participation element; or (b) a portfolio, performance, paper, project, or presentation ( b). 11. Q: Does the MDE plan on offering professional development once the assessments are ready? A: The Office of Educational Assessment and Accountability plans to offer workshop sessions at their Fall Conferences and at the Michigan School Testing Conference in February of each year. 12. Q: What districts are developing or working on benchmark and secondary credit assessments? A: Several Intermediate School Districts (ISDs) and local educational agencies have been working on benchmark and secondary credit assessments, including Monroe ISD, Oakland Schools, Calhoun ISD, Bay-Arenac ISD, Ann Arbor Public Schools and others. 13. Q: Will 8th graders take the new test in 2010? A: Yes. Students who were in the 8 th grade in will be required to take assessments to verify that they have gained the knowledge and skills needed to earn credit for course content. This will not necessarily be a single test, but a series of assessments taken over the course of the students high school years. These assessments may be developed or approved by the local district, and may indeed be the assessments teachers are already using if these can be demonstrated to cover all the new course/credit content expectations. The law states that the award of credit must be based in part on assessments developed by the district or the state. 14. Q: Is the formula for determining high school graduation rate in Michigan changing? If so, how? A: Yes. In 2005, governors of all 50 states signed the National Governor s Association (NGA) Graduation Counts Compact, committing the states to a common method for calculating graduation rate. In 2008, Michigan will report its graduation rate publicly according to the Compact formula. The State will use the Single Record Student Database (SRSD), which is able to track students as they move from school to school within the State, making the graduation rate very accurate. For more information, visit 15. Q: What is the plan, status and timeline for the Secondary Credit Assessments for each content area? A: Over the next four years, the OEAA plans to offer interim and summative assessments for all 17 required course content areas, provided that funds are available. The proposed schedule is shown on the following page. continue to evolve. For specific information regarding the law, please refer to MCL a and MCL b. 12/07 12

15 Proposed SCAS Development Schedule Year English Math Science Social Studies English 9 Algebra I Geometry Biology English 10 Chemistry Earth Science US & World History plus Geography* English 11 Algebra II Statistics & Probability Physics Civics Economics English 12 Pre-Calculus 16. Q: We need further guidance about assessments: When will draft documents become available and how is MDE envisioning they will be implemented? A: The Department plans to release assessment blueprints as each of the 17 course area assessments are developed. 17. Q: Will the Michigan Department of Education be providing short cycle formative assessments or summative assessments for the High School Content Expectations in the four core content areas? A: The Department plans to offer interim benchmark (unit) and Secondary Credit Assessments as resources permit. In addition, the Department will offer assistance to local educators in how to implement meaningful formative assessment. 18. Q: What does the wraparound portion of the Michigan Merit Exam (MME) look like? Will the HSCEs make more sense to teachers once they've seen the actual assessment? A: The Michigan portions of the MME will look like earlier versions of the MEAP. There is no plan currently to release any of the items from the MME, since ACT and WorkKeys are secure assessments and the Michigan portions are very resource consuming to produce. 19. Q: When will MDE make specific MME item analysis data available at the high school level? A: There are no plans to make item analysis available, since it would not be meaningful in the absence of released items. In addition, ACT will not release the ACT or WorkKeys tests. continue to evolve. For specific information regarding the law, please refer to MCL a and MCL b. 12/07 13

16 CAREER/TECHNICAL EDUCATION AND EDUCATIONAL DEVELOPMENT PLANS What the Michigan Merit Curriculum Law Says b(7) The board of a school district or board of directors of a public school academy that operates a high school shall ensure that each pupil is offered the curriculum necessary for the pupil to meet the Michigan Merit Curriculum. The board or board of directors may provide this curriculum by providing the credits by using alternative instructional delivery methods such as alternative course work, humanities course sequences, career and technical education, industrial technology courses, or vocational education, or by a combination of these. School districts and public school academies that operate career and technical education programs are encouraged to integrate the credit requirements into those programs. Educational Development Plan b(11) The board of a school district or board of directors of a public school academy shall ensure that each pupil in grade 7 is provided with the opportunity to develop an educational development plan, and that each pupil has developed an educational development plan before he or she begins high school. An educational development plan shall be developed by the pupil under the supervision of the pupil s school counselor or another designee qualified under section or a selected by the high school principal and shall be based on a career pathways program or similar career exploration program. Questions & Answers 1. Q: The description of the new graduation requirements implies some academic credit could be earned in Career and Technical Education (CTE) programs. How can this be done? (Updated 8/07) A: On June 12, 2007, the State Board of Education was presented with the Guidelines on Awarding Academic Credit. The document was developed over many months with input from MDE staff, the Office of Career and Technical Preparation, and practicing educators in Career and Technical Education. In the spring of 2007, CTE Administrators from around the state provided input to the document. The guidelines are posted on the Michigan Department of Education website. These guidelines provide a format for using teacher work teams in each local district to examine the CTE curriculum and determine the amount of academic credit to award based on a crosswalk with the content expectations. Local districts are encouraged to use the guidelines for awarding academic credit in ways other than CTE as well. The process will help to legitimize that academic standards can be taught using a variety of delivery models and will hopefully inspire creativity and encourage teachers to include other teaching techniques, such as thematic units, project-based learning, portfolios and other strategies to provide the best possible learning options for students. 2. Q: Can students earn credit through a CTE program? A: Yes. Career and Technical courses may be used to help students earn the necessary credits in a variety of required credit areas. For example, a district may allow a student to receive credit for Algebra or Geometry in building trades classes, if the district determines that the building trades program covers the required high school content expectations for those subjects. It is also possible for Career and Technical Education courses to be used to help students in an electronics class earn credit for the "one additional math or math-related" credit required in the Michigan Merit Curriculum. In addition, students, have the flexibility to earn merit core credits through online courses, testing out, summer school, and other local options. Work is underway to align the CTE career cluster curriculum with the high school content expectations to identify the level of credit that can be awarded in each cluster for each core curriculum area. continue to evolve. For specific information regarding the law, please refer to MCL a and MCL b. 12/07 14

17 3. Q: How will a CTE student demonstrate proficiency in the Michigan Merit Curriculum required course/credit? A: A local district continues to have the authority to develop a method for determining and tracking student proficiency in meeting one or more course/credit content expectations for partial or full credit. 4. Q: Are CTE teachers required to be highly qualified to teach CTE courses that are subject to NCLB? A: Yes. If the courses will be used to meet the course/content standards required for high school graduation, the CTE teacher must be highly qualified in the subject area OR participate in collaborative teaching with a highly qualified academic teacher. The CTE instructor also must be highly qualified and appropriately endorsed in the CTE subject area in which he/she are teaching. To see the Guidelines for Award of Academic Credit document presented to the State Board of Education on June 12, 2007 visit Guidelines on Awarding Academic Credit in Career and Technical Education, Humanities and Other Delivery Models at 5. Q: Will the Michigan Merit Curriculum requirements impact the scheduling of regional Career and Technical Education (CTE) programs? A: No. However, forward planning will be key. Students who wish to participate in regional Career and Technical programs should be able to schedule these for a full two-year sequence. Generally, students need one-half of the 6-period day (or three hours) for class instructional time and travel time to and from a center. The graphic on the following page illustrates how students can participate in the two-year CTE program. It will be important, however, for students entering the 9th grade to know in advance that they will enroll in a CTE program in their junior and senior years and include this in their four-year high school plan. In addition, CTE classes may be able to meet some of the credit requirements in mathematics, science, English language arts, and social studies. After conducting alignment studies, districts may choose to offer special classes to supplement core content in CTE classes. Additional information may now be found on at under Guidelines on Awarding Academic Credit in Career and Technical Education, Humanities and Other Delivery Models. continue to evolve. For specific information regarding the law, please refer to MCL a and MCL b. 12/07 15

18 SAMPLE CTE STUDENT SCHEDULES Career and Technical Education Grade 9 Grade 10 Grade 11 Grade 12 Period 1 English 9 English 10 English 11 English 12 Period 2 Algebra 1 Geometry Algebra II Math-Related Period 3 World History & Geography US History & Geography Gov/Econ Science Period 4 Biology Chemistry Period 5 Period 6 Health/PE Language Other Than English Visual, Performing, and Applied Arts (VPAA) Language Other Than English CTE CTE A similar schedule could be developed for students who are interested in the Visual and Performing Arts, outlined below. Sample Student Schedule - Instrumental Music Emphasis Grade 9 Grade 10 Grade 11 Grade 12 Period 1 English 9 English 10 English 11 English 12 Period 2 Algebra I Geometry Algebra II Math-Related Period 3 World History US History Government/Economics Science Period 4 Biology Chemistry or Physics Period 5 Health/PE Language Other Than English Language Other Than English Elective/Elective Period 6 Band Band Band Band Elective/Elective Elective/Elective Many schools have expanded student course offerings with little or no additional costs, by going to an alternative schedule like: 4x4 or A/B Block A modified 6-period block Trimester Zero and 7 th hour (modified staff reporting time) continue to evolve. For specific information regarding the law, please refer to MCL a and MCL b. 12/07 16

19 EFFECT ON HIGH SCHOOL SCHEDULING Questions & Answers 1. Q: Different school districts have varying ways in which they schedule their high school class day. Will these new requirements force districts to change their high school class day schedules? A: No. There is flexibility provided to school districts to maintain their current scheduling system or develop other systems to meet the individual needs and desires of each district. Sample scheduling options may be found on the following page. Sample 7 Period Day Schedule Grade 9 Grade 10 Grade 11 Grade 12 Period 1 English 9 English 10 English 11 English 12 Period 2 Algebra I Geometry Algebra II Math-Related Period 3 Earth Science Biology Chemistry or Physics CTE or Elective World History & US History & Period 4 Government/Economics CTE or Elective Geography Geography Visual, Performing Period 5 Health/PE CTE or Elective CTE or Elective and Applied Arts Period 6 Language Other Than English Language Other Than English CTE or Elective CTE or Elective Period 7 Elective/ Elective Elective/ Elective CTE or Elective CTE or Elective Sample 4 x 4 Block / AB Block Schedule First Semester or A Schedule Grade 9 Grade 10 Grade 11 Grade 12 Block 1 English 9 English 10 English 11 English 12 Block 2 Algebra 1 Geometry Algebra II Math-Related Block 3 Health/PE Language Other Than English CTE or Elective CTE or Elective Block 4 Elective Elective CTE or Elective CTE or Elective Second Semester or B Schedule Block 1 Grade 9 Grade 10 Grade 11 Grade 12 World History & Geography US History & Geography Physics Govt/Economics Block 2 Biology Chemistry CTE or Elective CTE or Elective Block 3 Visual, Performing and Applied Arts Elective CTE or Elective CTE or Elective Block 4 Elective Elective CTE or Elective CTE or Elective continue to evolve. For specific information regarding the law, please refer to MCL a and MCL b. 12/07 17

20 Sample Trimester Schedule (Note: To provide educators ample time to cover all required content expectations in typical trimester schedule, longer class periods, which provide students with additional class time, may be required.) Trimester 1 Grade 9 Grade 10 Grade 11 Grade 12 Period 1 English 9 A English 10 A CTE or Elective CTE or Elective Period 2 Biology A US History & Geography A CTE or Elective CTE or Elective Period 3 World History & Geography A Elective CTE or Elective CTE or Elective Period 4 Visual/Performing Arts A Elective English 11 A English 12 A Period 5 Algebra 1 A Elective Algebra II A Math-Related A Trimester 2 Grade 9 Grade 10 Grade 11 Grade 12 Period 1 Health/PE A Elective CTE or Elective CTE or Elective Period 2 Biology B Elective CTE or Elective CTE or Elective Period 3 Algebra 1 B Chemistry A CTE or Elective CTE or Elective Period 4 Visual/Performing Arts B Geometry A Algebra II B math-related B Period 5 Language Other Language Other Than English 1A Than English 2B Economics science A Trimester 3 Grade 9 Grade 10 Grade 11 Grade 12 Period 1 English 9 B English 10 B CTE or Elective CTE or Elective Period 2 Health/PE B US History & Geography B CTE or Elective CTE or Elective Period 3 World History & Geography B Chemistry B CTE or Elective CTE or Elective Period 4 Language Other Than English 1B Geometry B Government English 12 B Period 5 Elective Elective English 11 B Science B 18

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